www.ijres.net
The Development of Thai Learners’ Key
Competencies by Project-based Learning
Using ICT
Sasithorn Soparat1, Savitree Rochanasmita Arnold
2,
Saowadee Klaysom3
1 Phranakhon Rajabhat University, Thailand,
[email protected] 2 Phranakhon Rajabhat University, Thailand
3 National Electronics and Computer Technology Center
(NECTEC), Thailand
To cite this article:
Soparat, S., Arnold, S.R., & Klaysom, S. (2015). The development of Thai learners’ key
competencies by project-based learning using ICT. International Journal of Research in
Education and Science (IJRES), 1(1), 11-22.
This article may be used for research, teaching, and private study purposes.
Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
systematic supply, or distribution in any form to anyone is expressly forbidden.
Authors alone are responsible for the contents of their articles. The journal owns the
copyright of the articles.
The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or
costs or damages whatsoever or howsoever caused arising directly or indirectly in
connection with or arising out of the use of the research material.
International Journal of Research in Education and Science
Volume 1, Issue 1, Winter 2015
The Development of Thai Learners’ Key Competencies by Project-based
Learning Using ICT
Sasithorn Soparat 1*
, Savitree Rochanasmita Arnold 1, Saowadee Klaysom
2
1Phranakhon Rajabhat University, Thailand,
2National Electronics and Computer Technology Center
(NECTEC), Thailand
Abstract
This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners’
five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication
capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5)
capability in technological application. The subjects were 212 students from 4 schools in Kanchanaburi, Chiang
Mai, Mae Hong Son, and Si-Saked provinces that were enrolled in the 2010 academic year. The PBL using ICT
approach was used as the research tool. The data collecting instruments were lesson plans, students’ journals,
semi-structured interviews, and social networking where students’ learning artifacts and products were collected
(nectecpbl.ning.com). Content analysis and triangulation methods were used to analyze the data. The results
showed that students were able to perform five key competencies in communication capability, thinking
capability, problem solving capability, capability in applying life skills, and capability in technological
application. Moreover, the students learned the content in the learning areas of Science, Mathematics, Foreign
Languages, Health and Physical Education, and Occupations and Technology. The research findings revealed
that the use of PBL using ICT can help to develop students’ abilities to communicate ideas, problem solving,
life skills, and abilities to use technology, as well as their learning in content of the subject area.
Key words: Project-based learning; Project-based learning using ICT; Learners’ key competencies
Introduction
There is a need to develop learners’ competencies for Thais in order to support the change of global competition
and workplace of technology in the digital world. The learners’ key competencies are analyzed to identify habits
of the learners to become effective as 21st Century Citizens by the Ministry of Education (MoE) of Thailand.
There are five key competencies: 1) communication capability 2) thinking capability 3) problem solving
capability 4) capability in applying life skills and 5) capability in technological application in the Basic
Education Curriculum B.E. 2551 (A.D. 2008) of Thailand. These competencies are the results of the research
findings and the statement on the Tenth National Economic and Social Development (A.D. 2007-2011) which
focuses on learner development for the future (MoE, 2008).To support the learners’ development of key
competencies, learning tools and teaching pedagogy are needed. The Project-based Learning (PBL) using ICT is
an alternative way to support the learners in the digital age which everybody can learn and share anywhere and
anytime.
The Project-based Learning (PBL) is an approach that emphasizes meaningful learning activities that are long-
term, interdisciplinary, and student-centered. The learning activities are designed to provide students with real
world relevance, complex tasks, and creative outcomes. The students have chances to learn course content,
master course objectives, choose their own topics, activities, or learning tools (Grant, 2002). In the words of
Papert (2011), “creating is learning” which means the way to use knowledge is the way to get more knowledge.
This can happen by creating projects such as movies, robots, inventions, multimedia, digital storytelling, etc. in
the classroom environment.
According to Redecker (2008), ICT can enhance learning outcome by supporting different senses; supporting
collaborations with new online production, commuting and networking tools; supporting differentiation and
diversity; and empowering learners to personalize their learning process. Therefore, the PBL using ICT should
be introduced to the classroom in order to support students to create their own knowledge. In this case, using
ICT as content based learning is not enough for supporting the learners’ development of key competencies. In
* Corresponding Author: Sasithorn SOPARAT, [email protected]
12 Soparat, Arnold, & Klaysom
the age of global network, computer and internet access should be used more than data searching, emailing, or
chatting. The way to use computers for supporting students’ learning should be focused on creating intelligence
on content knowledge and competencies.
The report of Empower ICT project (Vrasidas, Laohajaratsang & Suwannatachote, 2005) has found that most of
the teachers lacked skills in using ICT. Consequently, they could not design lesson plans by integrating ICT as
learning tools. Therefore, there is a need to instruct teachers to be able to use ICT, and be able to integrate ICT
as learning tools in their classroom. The project of Her Royal Highness Princess Maha Chakri Sirindhorn: Royal
IT Projects (2010) is the project that has developed teachers’ abilities to use ICT in their classroom during 2008
– 2013.The researchers worked with the teachers who have participated in the project of Her Royal Highness
Princess Maha Chakri Sirindhorn and learners in their classrooms. This research aimed to study learners’
development of the five key competencies during the 2010 academic year.
Theoretical Framework
The Development of the Learners’ Key Competencies through PBL using ICT
Project-based learning (PBL) is an instructional method which does not focus on rigid lesson plans. PBL allows
learners to investigate more about the topic through constructing the meaningful artifact (Harris & Katz, 2001).
While creating artifacts such as plays, poems, pie charts, or toothpick bridges, they engage in learning by
sharing and reflecting on their artifacts with others (Grant, 2002).
PBL is based on constructivism and constructionism. Constructivism explains that learners can construct their
own knowledge through interactions with their environment. The learners are different and each individual
learner can construct new knowledge by building from the current knowledge (Piaget, 1969; Vygotsky, 1978;
Perkins, 1991). Constructionism explains that learners learn when they construct the artifact or project (Harel &
Papert, 1991; Kafai & Resnick, 1996). To create a project, the learners have to start with thinking about
designing their work processes. This includes how the artifacts will look like, what technology, media, and
materials should be used. These will communicate to others how to understand their projects. Therefore, today,
communication is needed more than reading and writing. The more learners have experience to create things
through intermediate media, the more they will understand and insight the important of media analysis from all
around the world (Richards, 2005).
While creating projects, there were many problems. When trying to solve one problem, new problems always
occurred. The learners had to pay attention, think, and work on the problems, use reasoning and systematic
thinking to support their answers in the context of their work. After the students experienced problems and
problem solving, they created more meaningful projects. The learners got some creative answers which derived
from unexpected problems. Therefore, it can be implied that problem-based learning is support creative thinking
which is important for the rapid changes of the world. Moreover, the problem is the important factor for
building interaction between learners and surroundings. This interaction will support the cooperative working,
sharing, and respecting to the ability of others. The learners are not only learning to solve problems, but they are
also prepared to face their new challenge problems. This is a kind of inner motivation that they try to overcome
challenges and frustration facing from creating projects (Richards, 2005; edUTOPIA, 2011).
The project-based learning is an effective way for learners to develop and integrate skills during their small
group cooperation, because they are learning while they are using their knowledge through their work. The more
they use and share in group, the more inspiration for them to know deeper on what they are studying. The
assessment which is designed to measure on the project will give meaningful feedback to the learners for
connecting what they learned and real life (Bautista & Escofet, 2009; Richards, 2005; edUTOPIA, 2011).
The advancement of technology in the present can support the web learning tools for classroom. These learning
tools can be accessed by everybody. Learners can use and share in their real lives. Now a days, the web learning
tools are not distinguished from education anymore. Learners should have chance to learn on the age which is
too different from adult age in the past (Jonassen, Howland, Moore & Marra, 2003; Richards, 2005). Focusing
on the understanding of Project-based learning, there is still different understanding among teachers. Many
teachers are familiar with designing a science project. To do a science project, a student must begin with
questions and processed through the scientific method for seeking the answers which might or might not be
artifacts or products at the end of solution. However, the project-based learning is focused on the “products” as
the aim (Tunhikorn, 2008).
13
International Journal of Research in Education and Science (IJRES)
The Framework for 21st Century Skills
According to the Framework of Education Model in the 21st century (The Partnership for 21
st Century Skills,
2007), there is a different idea of the education model between 20th
and 21st Century. The education model in the
20th
century focused on the learning of the core subjects and assessing for learning outcome. While the
education model in the 21st century focuses on learning among the core subjects, 21
st century content, life skills,
learning and thinking skills, and ICT literacy which are known as 21st Century Skills (The Partnership for 21
st
Century Skills , 2007). This idea also covered the focus points of the Basic Education Curriculum B.E. 2551
(2008) of Thailand about content learning standards and the learners’ key competencies. These related points are
shown in Table 1.
Table 1. The relationship between the learners’ key competencies of Thailand in the Basic Education
Curriculum B.E. 2551 (A.D. 2008) and the framework of the education model in the 21st century (The
Partnership for 21st Century Skills, 2007)
The Basic Education Curriculum
B.E. 2551 (A.D. 2008) of Thailand
The Framework of Education Model in the 21st Century
Outcomes/Skills Sub-skills
Learning Standards:
Thai Language/ Mathematics/
Science/ Social Studies, Religion
and Culture/ Health and Physical
Education/ Arts/ Occupations and
Technology/ Foreign Languages
Core subjects:
English, Reading or Language
Arts/ World languages/ Arts/
Mathematics/ Economics/
Science/ Geography/ History/
Government and Civics
21st century themes:
Global Awareness/ Finances,
Economic, Business and
Entrepreneurial Literacy/ Civic
Literacy/ Health Literacy/
Environment Literacy
Communication Capacity Learning and Innovation Skills Communication and Collaboration
Thinking Capacity Creativity and Innovation
Problem-Solving Capacity Critical Thinking and Problem
Solving
Capacity for Technological
Application
Information, Media, and
Technology Skills
Information Literacy
Media Literacy
ICT Literacy
Capacity for Applying Life Skills Life and Career Skills Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-cultural Skills
Productivity and Accountability
Leadership and Responsibility
Many researches explained that learning in the 21st century needs higher order thinking skills related to
sophisticated cognition such as inquiry process, formulating explanations, and communicating understanding.
These skills are difficult to measure with multiple choice or paper-and-pencil tests (Resnick & Resnick, 1992;
Quellmalz & Haertel, 2004; National Research Council, 2006). In order to support Thai new generation citizen
to have the learners’ key competencies which concordant with the skills in 21st century is needed the effective
learning management to support both of learning outcomes and skills. Also the alternative assessment is needed
for both summative and formative assessment to support the new way of learning.
14 Soparat, Arnold, & Klaysom
Method
Subject of the Study
The subjects of this research were 212 students in the classes of eight teachers from four schools. These schools
were located in Karnchanaburi, Cheing-Mai, Mae-Hongsorn, and Sri-Saked provinces. The PBL was introduced
to the classroom by integrating with the lessons taught by eight teachers. These teachers had worked
collaboratively with the researchers to design their own lesson plans by integrating PBL using the ICT
approach.
Research Procedure
This research was based on qualitative research using participatory action research between the researchers and
teachers working cooperatively. The participatory action research attempts to present people as researchers
themselves to the questions of their daily struggle and survival (Tandon, 1998). In this research, teachers were
teamed with the researchers. They understood the research objectives and created the best practice for PBL
using ICT in real classrooms. Moreover, they acted as researchers in collecting data of the learners’ five key
competencies from their students.
The research procedures were conducted in 3 steps: instruction, cooperative working, and follow up. The details
are shown below:
1. Instruction
In this procedure, the 19 teachers had participated in 3 workshops of the project of Her Royal Highness Princess
Maha Chakri Sirindhorn: Royal IT Projects during 2010-2011(the 2010 academic year).The aim of the
workshops was to prepare the teachers to design lesson plans by using PBL using ICT approach.
2. Cooperative working
The teachers and researchers were joined in teams to design the PBL using ICT lesson plans. We connected
through social networking through the website http://nectecpbl.ning.com. Teachers shared their lesson plans for
research teams to critique. They posted and shared questions and interesting topics about PBL and ICT for
others to reflect on. Teachers also wrote their weekly journals on the website. The research team was working
collaboratively to provide feedback on teachers’ lesson plans and data collection tools.
3. Follow up
At the end of the first semester of the 2010 academic year, the researchers followed up on the teachers who were
able to design the PBL using ICT lesson plans for the second semester of 2010 academic year. The researchers
observed each teacher’s classrooms twice, and did group reflection after each class. The learners’ five key
competencies from learning through PBL using ICT were collected during the class and also through the social
network.
Research Tools
The PBL Approach
The PBL approach was used as a tool to determine the development of learners’ five key competencies. The
PBL approach was designed to focus on the roles of learners and teachers in the classroom.
The learners’ roles were to create the artifacts or products in the projects within the social context. The students
in each group mainly rotated their own acts of planning, creating, reflecting, and publishing within the cycle and
could be related to each step as shown in Figure 1.
1) Planning (P); the learners had to think collaboratively to set their group goals, plan and design the
tasks to meet their goals.
2) Creating (C); the learners followed the plan by using appropriate media and technology. When
learners encountered the problems in this step and tried to solve the problems, this led them to
make a new plan.
3) Reflecting (R); this was a very important step that learners used for talking about and critiquing
their own or others’ tasks for improvement.
4) Publishing (P); learners used this step to present their ideas, artifacts, or products.
15
International Journal of Research in Education and Science (IJRES)
Figure 1. The learners’ roles of learning through doing projects within the social context
The teacher’s role included knowing, facilitating, context providing, and assessing as shown in Figure 2.
1) Knowing (K); teachers became informants for the learners. Therefore he/she should have
knowledge not only to provide, but also help learners construct their own knowledge.
2) Facilitating (F); teacher became facilitators and supporters for learners’ needs.
3) Context Providing (C); teachers provided appropriate classroom settings which contained learning
resources, learning tools and media, and social context for learners to work collaboratively.
4) Assessing (A); teachers prepared the assessment tools which reflected for the performance
assessments and followed up on learners’ progress.
Figure 2. The teachers’ roles in PBL
The Data Collecting Tools
Data collecting tools consisted of four tools shown in table 2. These tools were 1) the teachers’ lesson plans, 2)
the learners’ journals, 3) the learner interviews, and 4) the website nectecpbl.ning.com
16 Soparat, Arnold, & Klaysom
Table 2. Tools for data collection
Research tools Informants Objectives
1) Lesson plans Teachers To study teachers’ and learners’ roles in PBL and level of
integration ICT as the learning tools
2) Learners’ Journals Learners To study the results of PBL using ICT in the classroom (at the
end of every classes)
3) Learners’ Interviews Learners To study the results of PBL using ICT in the classroom (at the
end of course)
4) Social network
(http://nectecpbl.ning.com)
Learners To study the learners’ competencies from learning artifacts or
products
The lesson plans that were designed by teachers aimed to study teachers’ and learners’ roles in PBL and level of
integration ICT as the learning tools in the classroom. The data from three other tools was collected from the
learners to provide the learners’ five key competencies resulted from PBL using ICT in the classrooms.
Data Collection and Analysis
The data collection was processed during the 2010 academic year through the four research tools. After
gathering the data, the researchers used content analysis method to find out the learners’ five keys competencies
from learning through PBL using ICT. The data triangulation method was used to confirm the validity of data
analysis by analyzing data among learners within different abilities. The learners’ abilities were justified from
their previous learning outcome; students that scores 80-100 percent were labeled as high ability learners,
students that scores 60-79 percent were labeled as medium ability learners, and students that scores under 60
percent were labeled as lower ability learners.
Results and Discussion
The research was conducted through the participatory action research among the researchers and teachers
working cooperatively. Teachers designed lesson plans and implemented in their classrooms, while the
researchers were facilitators in designing lesson plans and following up. The results of working collaboratively
showed that 8 out of 19 teachers who could design and implement the PBL using ICT in their classrooms within
one year. During implementation in classrooms, the data of learners’ competencies were collected from
students’ journals, interviews, and social networking. The results of using the PBL using ICT presented the
impact on developing both of five key competencies and content learning outcomes. According to teachers’
designed lesson plans, it showed that teachers could integrate PBL using ICT in their lesson plans as shown in
Table 3.
Table 3. Learners’ artifacts/products
Artifacts/Products ICT tools Subject
Digital Report Microsoft PowerPoint - Science in grades 9, 11
- Health Education in grade 9
- Occupations and Technology in grade 4
Digial Storytelling Microsoft Powerpoint
- Math in grade 7
- Science in grade 9
Mind Mapping EDraw Mindmap - Science in grades 11, 12
Electronic Crafts
- Cards
- Poster
- Slide Show
Glogster
PhotoPeach Tattoons
FlipAlbum
Paintbrush
- Science in grades 11, 12
- English in grades 11, 12
- Occupations and Technology in grade 4
VDO Role Playing Windows Movie Maker
Ulead
YouTube
- Science in grade 12
- English in grade 11
Website Google Sites - Science in grades 11, 12
- English in grade 12
17
International Journal of Research in Education and Science (IJRES)
The results showed that the learners developed five key competencies which included: 1) Communication
Capacity, 2) Thinking Capacity, 3) Problem-Solving Capacity, 4) Capacity for Applying Life Skills, and 5)
Capacity for Technological Application. The details of their development showed below:
Communication Capacity
The learners developed their communication capacities during the whole process of working; planning, creating,
reflecting, and publishing their artifacts. The results of the study showed that the learners developed
communication capacity in three ways;
1) Perceiving and analyzing the information beyond the classroom
2) Choosing the information and media to fit the tasks
3) Using a variety of ways of communication
The learners learned how to choose, create, manage, and use different types of media such as text, picture,
sound, and movies to create their tasks. In order to communicate their tasks to others, they needed more than
reading and writing skills. Learners had to analyze their final products to determine whether it fit the purpose of
their tasks. It showed that the learners not only created the tasks, but also communicated their tasks
interestingly. From this process learners experienced perceiving and analyzing the information.
Thinking Capacity
The learners developed thinking capacity during the whole process of working; planning, creating, reflecting,
and publishing their tasks. The results of the study showed that the learners developed the higher order thinking
of:
1) Creative thinking
2) Analytical thinking
3) Reasoning and systematic thinking
4) Synthesis thinking
5) Critical and reflective thinking
From learning through PBL using ICT, learners could create creative artifacts. Moreover, the evidence of
learners’ learning showed that doing projects helped them pay more attention to provide reasons and use
systematic thinking. In order to complete the tasks, they had to interact with teachers, peers, and everything
around them. In these situations, it allowed them to think analytically to distinguish all problems and factors
impacts to their work success, to plan and choose media such as texts, pictures, sounds, and movies involving in
content. Moreover, they thought critically and reflectively on the weak points to improve their tasks. When they
tried to explain their tasks, they used synthesis thinking. It helped them connect all working processes to set
their own working system. These direct experiences on designing and creating helped the learners develop a
variety of ways of thinking.
Problem-Solving Capacity
The process of working; planning, creating, reflecting, and publishing their tasks supported the learners to
discover and solve problems from their own context. The results of the study showed that the learners developed
the problem-solving capacity in three ways:
1) Solving problems in a reasonable way
2) Inquiry for solving the problems
3) Effective Decision Making
The learners used analytical and critical thinking to solve many problems while doing projects. Each learner had
a different way of doing projects. Some were well organized and were good planners, and some were not.
Whatever type of planer, they were all involved in solving problems.
Capacity for Applying Life Skills
During the process of working on the project, difficulties and problems were challenges for learners. In this
situation, the learners collaborated and supported each other. They not only shared idea to others, but also
18 Soparat, Arnold, & Klaysom
shared their own potential to make things successful. The results of the study showed that the learners developed
the capacity for applying life skills in five ways:
1) Collaborative Learning
2) Creating potential to overcome difficulties
3) Learning to set the goal for success
4) Creating self-confidence
5) Lifelong learners
These were the intrinsic motivations of learners developed to overcome challenges and disappointment when
they faced difficulties.
Capacity for Technological Application
The learners developed the capacity for technology during the whole process of working; planning, creating,
reflecting, and publishing their tasks. The results of the study showed that the learners developed in three ways:
1) Choose and use technologies appropriately to the task
2) Choose and use technologies as the learning tools
3) Choose and use technologies in a moral way
The learners chose and used many kinds of technology to search for information, communication, design, create
and present their own tasks or projects. Moreover, they used social networking to publish and share their ideas
and works by concerning morality such as using polite words, being aware of and respectful for copy rights, and
thinking critically about reliable information.
Learning Outcomes
The result of the study also showed that learning through the PBL using ICT enhanced the learners to
understand on the contents. Moreover, many learners thought that they enjoyed doing project and it helped them
learned in deeper content. The evidence is shown below.
“I learned on the content about the definition of energy. I can also divide energy into 2 types. The first
is ran out energy and the second is the renewable energy. I could give examples of energy for each type
of those. I knew more about the advantage and disadvantage which it was valuable to use in my
everyday life.”(Learner’s journal writing)
Figure 3. A Learner’s Website about energy in daily life using Google site from Ms. Pan’s classroom in science
grade 11
“This house is designed to use the roof in the dark blue color to prevent heat. The wall is white cream
color, because it’s not an endothermic wall. There are some windows to help air flow…” (Learner’s
journal writing)
19
International Journal of Research in Education and Science (IJRES)
Figure 4. The learner’s artifact “The Energy Saving Home” designed on PowerPoint from Ms. Cha’s classroom
in science grade 9
The researchers found that the PBL using ICT enhanced the learners’ five key competencies and learning
outcomes. The results of the study revealed that the learners were developed in key competencies:
1) Communication Capacity: The learners compiled the substance of the speech, writing, analytical
sharing knowledge and ideas and communicated to others. They had abilities in perceiving and
analyzing information from all around the world, choosing the media fit to the tasks, and creating a
variety of ways of communication.
2) Thinking Capacity: The learners had abilities in analytical thinking, reasoning and systematic thinking,
synthesis thinking, thinking critically and thinking reflectively.
3) Problem-Solving Capacity: The learners had abilities to identify problems and find reasonable
solutions, inquiry for solving the problems, and effective decision making.
4) Capacity for Applying Life Skills: The learners were able to work well with others, and also had social
harmony through the strengthening of good interpersonal relationships. They had abilities in
collaborative learning, creating potential to overcome difficulties, learning to set the goals for success,
creating self-confidence, and lifelong learning.
5) Capacity for Technological Application: The learners chose and used appropriate technologies for the
task, chose and used technologies as learning tools, and chose and used technologies in a moral way.
They used technology to communicate, share and learn, create and publish their knowledge.
As above, the PBL using ICT supported the expectation of Thai new generation to succeed the 21st Century
skills which corresponded to the aim of the present curriculum “Basic Education Curriculum B.E. 2551 (2008)”
Conclusion
The research results showed that the learners who participated in the PBL using ICT in the different subjects
developed both learning outcomes and key competencies. The learning outcomes were present in Science,
English, Mathematics, Health Education, and Occupations and Technology. The key competencies were
Communication Capacity, Thinking Capacity, Problem-Solving Capacity, Capacity for Applying Life skills, and
Capacity for Technological Application which could be discussed as the following:
Communication capacity of learners was developed by using technological as learning tools. These capacities
are perceiving and analyzing the information beyond the classroom, choosing the media fit to the tasks and
presenting a variety of ways of communication. These tools supported learners to communicate their ideas
through various forms of media from their tasks which was presented in text, sound, picture, movies, etc.
According to Rusk, Resnick & Maloney (2009) the present efficient communication should be more than
reading and writing. When producing tasks, the learners participated in using, managing, and integrating a
variety of media in order to express their creativity.
Thinking capacity of learners was developed in thinking analytically, reasoningly and systematically, synthesis,
critically and reflectively. Creating is at the top of the revised Bloom’s Taxonomy (Anderson & Krathwohl,
2001). These are the higher order thinking which was developed by creating tasks (Rusk, Resnick & Maloney,
2009). During this process, the learners were interacting to their surroundings and facing the problems. These
made them concentrate to complete their tasks.
20 Soparat, Arnold, & Klaysom
Problem-Solving Capacity of learners was developed in solving problems in reasonable ways, inquiry for
solving the problems, and effective decision making. This result is congruent with Rusk, Resnick & Maloney
(2009). They described that to create a project is the way for learners to discover and solve the problems within
the context of meaningfully design. The learner is the thinkerable which they can test and edit their work
throughout the process of creating the project.
Capacity for Applying Life Skills of learners was developed in collaborative learning, creating potential to
overcome difficulties, learning to set goals for success, create self-confidence, and lifelong learning. The
learners have opportunities to work with others such as friends, teachers, and the community. This interaction
allowed them to learn about adaptation and responsibility to work and live with others. It also supported learners
to endeavor for success. This kind of thinking brought their inspiration to overcome all challenges and
disappointment from the process of designing and problem solving (Rusk, Resnick & Maloney, 2009).
Capacity for Technological Application of learners was developed in choosing and using technologies
appropriately for the task, choose and to use technologies as learning tools and choose and use technologies in a
moral way. The learners chose ICT tools for creating, publishing, and sharing ideas. Most of them created
projects by integrating ICT; therefore, it also had the variety of using ICT which supported the learners’ abilities
in ICT. Rusk, Resnick and Maloney (2009) described that using ICT in projects supported the learners to
choose, create, and manage the variety of media which are text, picture, movies, and sound.
According to those results, it could be concluded that the PBL using ICT in the different subjects developed the
learning key competencies. Moreover, it is related to the expected learning outcomes of Thai citizens that are
eager to learn, learning on their own, acquiring knowledge continuously throughout life, the ability to
communicate, analytical thinking, creative thinking, problem solving, having a public mind, having discipline,
regarding to the common good, working in groups with good will, being morally consciousness, having moral
values, and pride in being Thai (Office of the Educational Council ,2009).
Recommendations
Suggestions from the Study
From the study, there were some suggestions as follows:
1) Most of the tasks from students’ projects were small tasks and did not integrate much higher
technologies. This is because most teachers were beginners at integrating the PBL using ICT in their
classrooms. So, they designed their lessons by letting the students create small tasks in each lesson. The
suggestion drawn from this result is that teachers should plan a big picture of the whole project by
designing their lessons for students to create small tasks in each week and then combine them as a big
project.
2) The teachers and students faced many problems about using computers to complete their tasks. The
examples of these problems were: 1) the bandwidth of the connected internet was too low; 2) there
were not enough computers and 3) the time to do the tasks were not sufficient. Many teachers solved
the problems by asking students to complete their task on paper instead of using computer programs.
However, this is not much developing the students on students’ capacity for technological application.
Therefore, the integration of subjects would be one of the ways out to solve these problems.
3) From the results, it was reflected that learners who have developed on collaborative working and
capacity for applying life skills were the low ability learners, while the high ability learners reflected
most of their development on problem-solving capacity. These reflections could be implied that the
learners who worked collaboratively in groups with mixed abilities shared their experiences. The high
ability learners were often the leaders to solve problems when the group faced problems. The low
ability learners had to learn to help the members to overcome the troubles. Therefore, the project-based
learning using ICT should proceed under the social context which could support all students to develop
themselves and others.
Suggestions for Further Study
In order to support the PBL using ICT in the classroom, it is important to develop teachers to be more
knowledgeable on the paradigm of learning based on both constructivism and constructionism. At the same
21
International Journal of Research in Education and Science (IJRES)
time, the administrators should provide the facilities and solve problems related to computers and internet
network connections for all students to create artifacts by using ICT.
The further studies on the issues of PBL using ICT might be; the learning paradigm shift , the use of computer
and network for project-based learning using ICT, the classroom setting for project-based learning using ICT,
and the process to support and monitor for project-based learning using ICT.
Acknowledgements
Research fund supported by Office of the Education Council of Thailand in 2010.
References
Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision
of Bloom's taxonomy of educational objectives. New York: Longman.
Bautista, G. & Escofet, A. (2009). Project-based learning with ICT: changes in ecology classroom in primary
school. Research, Reflections and Innovations in Integrating ICT in Education, 1, 108-112.
Tunhikorn, B. (2008). The application of information technology for learning (1st ed.). Bangkok: The Project of
Her Royal Highness Princess Maha Chakri Sirindhorn: Royal IT Projects, The National Electronics and
Computer Technology Center (NECTEC).
edUTOPIA. (2011). Why teach with project-based learning? Providing students with a well-rounded classroom
experience. Retrieved 11 August 2011 from http://www.edutopia.org/project-learningintroduction.
Grant, M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A
Middle School Computer Technologies Journal, 5(1). Retrieved from
http://www.ncsu.edu/meridian/win2002/514.
Harel, I. & Papert, S. (Eds.) (1991). Constructionism. Norwood, NJ: Ablex.
Harris, H. & Katz, G. (2001). Young Investigators: The project approach in the early years. New York.
Jonassen, D., Howland, J., Moore, J., & Marra, R. (2003). Learning to solve problems with technology: A
constructivist perspective (2nd
ed.). Upper Saddle River: Prentice Hall.
Kafai, Y. & Resnick, M. (1996). Constructionism in practice: Designing, thinking and learning in a digital
world. Mahwah, NJ: Lawrence Erlbaum.
National Research Council (2006). Systems for state science assessment. Washington, DC: The National
Academics Press.
Office of the Educational Council (2009). The proposal of the 2nd
round of Thailand educational reform (B.E.
2009-2018). Bangkok: Prikwan Graphic Press.
Papert, S. (2011). Why teach with project-based learning?: providing students with a well-rounded classroom
experience, interview of Seymour Papert. Retrieved 10 August 2011 from
http://www.edutopia.org/project-based-learning-overview-video.
Perkins, N. (1991). What constructivism demands of the learner. Educational Technology, 31, 18-23.
Piaget, J. (1969). Science of education and the psychology of the child. New York: Viking.
Quellmalz, E.S. & Haertel, G. (2004). Technology supports for state science assessment systems. Paper
commissioned by the National Research Council Committee on Test Design for K–12 Science
Achievement. Washington, DC: National Research Council.
Redecker, C. (2009). Review of Learning 2.0 Practices: Study on the impact of web 2.0 innovations on
education and training in Europe. European Commission, Joint Research Centre, Institute for
Prospective Technological Studies. Retrieved from
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2059.
Resnick, L.B. & Resnick, D.P. (1992). Assessing the thinking curriculum: New tools for educational reform. In
B. Gifford & M. O’Connor (Eds.), Changing Assessments: Alternative Views of Aptitude, Achievement,
and Instruction. (37-75). Norwell, MA: Kulwer Academic Publishers.
Richards, C. (2005). The design of effective ICT-supported learning activities: Exemplary models, changing
requirements and new possibilities. Language Learning & Technology, 9(2), 60-79.
Rusk, N., Resnick, M., & Maloney J. (2009). Learning with Scratch: 21st Century learning skills. Retrieved 10
July 2009 from http://llk.media.mit.edu/projects/scratch/papers/Scratch-21stCenturySkills.pdf.
Tandon, R. (1988). Social transformation and participatory research. Convergence, 21(2), 5-18.
The Ministry of Education (MoE) (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). The
Ministry of Education, Thailand.
22 Soparat, Arnold, & Klaysom
The Partnership for 21st Century Skills (2007). The Competitive Edge: Equipping Students with 21st Century
Skills. San Francisco, CA. Retrieved 14 April 2007 from
http://www.p21.org/storage/documents/NSBA%20P21%20Overview.pdf.
The project of Her Royal Highness Princess Maha Chakri Sirindhorn: Royal IT Projects (2010). The results of
implementation of technology web2.0 in classroom. In annual project report 2010 (October, 2009-
September, 2010), The National Electronics and Computer Technology Center (NECTEC), Thailand.
Vrasidas, C., Laohajaratsang, T., & P. Suwannatachote (2005). EmpowerICT: e-learning for teacher education
in Asia Pacific. Paper presented at the annual meeting of the European Association for Research on
Learning and Instruction Conference, Cyprus 2005.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA:
Harvard University.